Embedding graduate employability attributes in management sciences curricula: A case of two Namibian universities

Romanus Shivoro, Rakel Kavena Shalyefu, Ngepathimo Kadhila


Recognising implicit employability attributes within discipline-specific program modules is a critical part of the process of developing new employability modules in the management sciences curricula. The notion of graduate employability has gained acceptance in the higher education sector across the world and furthermore higher education and industry appear to have reached consensus on the importance of enhancing graduate attributes through the curricula at university. This paper offers a qualitative analysis of curricula documents to determine strategies that are effective in enhancing graduate employability. Using content analysis to assess six bachelor degree programs in management sciences from selected universities in Namibia, the study established that, in addition to work-integrated learning modules, there is evidence of graduate employability attributes being implicitly embedded in core curricula and discipline-specific modules. The researchers argue that universities should develop a stand-alone core module specifically to cultivate employability attributes. This should be supported by multiple work-integrated learning experiences for students to practise technical or discipline specific skills and generic employability attributes.


Employability attributes, curriculum assessment, implicit employability, graduate attributes, employability modules.

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DOI: https://doi.org/10.21153/jtlge2017vol8no1art639


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